How Peer Feedback after Hands-On Scientific Inquiry Activities Affects Students' Scientific Inquiry Competence?

Autor/inn/en	Chi, Shaohui; Wang, Zuhao
Titel	How Peer Feedback after Hands-On Scientific Inquiry Activities Affects Students' Scientific Inquiry Competence?
Quelle	In: Research in Science Education, 53 (2023) 6, S.1035-1061 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chi, Shaohui) ORCID (Wang, Zuhao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10121-w
Schlagwörter	Feedback (Response); Peer Evaluation; Hands on Science; Inquiry; Science Process Skills; Competence; After School Programs; Intervention; Secondary School Students; Grade 9; Foreign Countries; Performance Based Assessment; China + Suchen Sie Ihr Suchwort? Kompetenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Leistungsermittlung
Abstract	This study explored how peer feedback after hands-on scientific inquiry (SI) activities affected students' SI competence over time (6 weeks) by implementing an after-school intervention program in which 188 Chinese ninth-grade students (14-16 years old) participated during their first semester. A between-subject experimental design was used for data collection, with participants randomly assigned to one treatment group (N = 120) placed in pairs or one comparison group (N = 68). Held once a week, both groups of students participated in a 40-min hands-on performance assessment developed and validated to measure SI competence. Immediately after the assessment, the treatment group undertook a 20-min paired-peer feedback session, while the comparison group received 20 min of traditional whole-class teacher feedback. The results showed that (i) hands-on SI activities accompanied by either PF or traditional collective TF improve student SI competence significantly, (ii) the effect of hands-on inquiry activities accompanied by collective TF is delayed compared to PF, and (iii) the development of inquiry abilities through the hands-on activities varied within or between the two groups. The results also showed that the development of SI abilities varied through the hands-on SI activities within or between the two groups. This study sheds light on the optimal implementation of inquiry practices, especially for cultivating student SI competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01